The study sought to find out students perception of Mathematics teachers characteristics and their attitude. It also examines teachers in respect of their knowledge of Mathematics content, various attitude to work, attitude to the teaching of Mathematics, use of appropriate teaching strategies, classroom leadership skills, teachers care and concern for the students’ problems and welfare and teachers’ motivation and students’ attitude towards Mathematics. The population of the study comprised all the second year students in public senior secondary schools in Ekiti State Southwest, Nigeria. The study sample consisted of 1500 students selected through cluster and simple random sampling techniques. Two instruments – Students’ Perception of Teacher Characteristics Questionnaire (SPTCQ) and Students’ Attitude towards Mathematics Questionnaire (SATMQ) were developed and administered on the respondents. A trial test of 100 students using split-half reliability method as carried out which yielded reliability coefficients of 0.67 and 0.82 for SPTCQ and SATMQ respectively. Pearson's Product Moment Correlation Analysis and t-statistics were used to answer the research questions and test the hypotheses respectively. Findings show that the way students’ perceive their teachers’ in terms of knowledge of Mathematics contents, various attitude to work and teaching methods and has a significant relationship with students’ attitude towards Mathematics Based on the findings of the study. Some recommendations were made; teachers of Mathematics should periodically be given opportunities to update their knowledge through in-service training and re-training courses to increase their knowledge base in their subject area and more than one teaching method should be appropriately adopted in a single lesson presentation by a teacher so as to carry every student along, create variety, minimize boredom and enhance interest in what is being be taught and learnt and teachers of Mathematics should periodically be given opportunities to update their knowledge through in-service training and re-training courses to increase their knowledge base in their subject area.